The rapid technological developments we are witnessing in the early years of the twenty-first century, together with the forces of globalization, are likely to lead to radical changes in the world of work. In fact, the changing nature of work is already perceptible in both urban centres and in rural communities in Asia-Pacific region. It follows therefore that human development, of which education and training is such a vital part, must keep in step with these societal changes if people are to lead productive, peaceful and satisfying lives.
During the recent past mismatch has been evident in many regional countries between the skills imparted by the Technical and Vocational Education and Training (TVET) system and those demanded by the workplace. This mismatch has been intensified in recent years with the integration of new technologies in almost every sphere of professional activity. Narrowing the gap through introducing Competency- Based Training & Assessment and the world of work is thus a priority for most member governments because of the potential economic and social benefits to be derived from increasing the proportion of the population that is engaged in productive livelihoods.
Competency- Based Training & Assessment is widely accepted as a powerful and effective method of helping to bridge the gap between education and the world of work, as well as between TVET School and society. It is a means of developing competent young people that will enable them to develop their potential and to have access to work opportunities that are compatible with their abilities.
There are many initiatives recently being taken by Maldives to improve quality in TVET programs. Competency-based training development has received particular attention in most developing countries, and there is a general trend in the region to move to competency-based approaches. Developing the competency-based approach for training needs to be part of a Maldives broader objective, this is required in involving private sector businesses in a systemic TVET reform process. Competency-based approach requires a direct link between public institutions and businesses to update the learning content of training programs and to ensure a constant adaptation of training programs as technologies evolve. As a result, Competency-based Training & Assessment is increasingly becoming the most important features of TVET and its orientation towards development of workforce on the world of work.
CPSC, as an inter-governmental organization for the development of TVET in the Asia and the Pacific Region answers this call. Through the In-Country Program on Competency-Based Training & Assessment, CPSC contributes to the raising of awareness and provision of skills and values necessary to put Competency-Based Training & Assessment (CBTA) for TVET System into practice. Since CBTA lies at the spirit of the TVET System, it shall become the platform for participants from member country to contribute to CBAT through their occupations and other areas of their lives.
The In-Country Program on Competency-Based Training & Assessment is founded on the premise that specific approach is needed to deal with developmental challenges of meeting the needs today and in the future.
At the end of the program, the participants are expected to:
- comprehend the conceptions of Competency-Based Training & Assessment for TVET System
- apply DACUM approach to Competency Based Training
- understand the methodology of Competency-based assessment
- develop Competency-Based Training Package in TVET system
- prepare an action plan to have a special vision for Competency-Based Training & assessment for TVET system
3. Key Components
- Competency-Based Training (CBT) in TVET
- Identification of Competencies: Techniques for Occupational Analysis
- DACUM, Development of Competency Standards
- Competency-based Assessment
- Development of Learning Package: Content, Structure and Methodologies
4. Participants' Profile
The In-Country program is designed for about 25 Principals, Heads of training divisions, Curriculum Writers, Teachers of Technical and Vocational Education and Training institutions, Instructors of employment promoting organizations and Trade associations of Maldives.
5. Main Contents
The delivery of the program design follows a spiral learning approach, beginning with an overview of core concepts and followed by progressively deeper application of the concepts and finally a self-directed learning approach through action planning.
- Greening CPSC: Addressing ESD through Green TVET for the 21st Century
- Emerging Challenges of TVET in Maldives
Module 1: Overview of Competency-Based Training for TVET System
- Conceptual foundations of competency
- Introduction to Competency Based Training
- Competency standards
Module 2: Using DACUM for Occupational Analysis
- Occupational Analysis
- DACUM Approach and Duty-Task sheet
Module 3: Overview of Competency–based Assessment
- Competency-based Assessment
- Criteria for Assessment
- Assessment Process
- New Initiatives in Competency Based Education & Training in TVET System
6. Project Work:
- Development of Competency-Based Training Package for identified Course/program.
- Preparation of Action Plan: Integrating Competency-Based Training & Assessment for TVET System
7. Instructional Strategies
The program involves different learning methods such as:
- special lectures;
- blended method of theme paper presentations;
- case studies;
- individual and group tasks/assignments;
- presentations and experience sharing;
- field studies.
8. Date and Venue
The In-Country program will be held at Maldives Polytechnic, Male, Maldives from June 12-16, 2011.
9. Program Facilities
To conduct the program smoothly, following facilities would necessarily be required:
|Facilities and Equipment
|Conference Hall for Opening and Closing Ceremonies
||Audio-visual systems with multimedia projector
||White boards, flip chart boards and flip chart papers
Multimedia projection system with screen for Power point presentation
- 25-30 multimedia computers with high speed/broadband Local Area Network (for every participant)
- Pentium IV processor or equivalent
- 512 MB RAM or higher (minimum 512 MB must)
- Microsoft Windows XP installed
- Each computer with CD-ROM writer and headset
- Windows Media Player (version 9 only)
|Office Space for Secretarial Work
- Room for CPSC Faculty
- Photocopying facilities
- Internet connectivity and other fixtures
9. Pprogram Management
10 .Input-Process-Output (IPO)
The IPO model for the course to be adopted as part of instructional strategy:
Schedule of Activities